Not to understand this is to misunderstand the public uses of schooling and to trivialize the nature of intimate life - a family's 'language.' (Such is the goal its supporters announce.) I hear them and am forced to say no: It is not possible for a child - any child - ever to use his family's language in school. It is a program that seeks to permitnon-English-speaking children, many from lower-class homes, to use their family language as the language of school. Many years later there is something called bilingual education - a scheme proposed in the late 1960s by Hispanic-American social activists, later endorsed by a congressional vote. Quickly I turned to see my mother's face dissolve in a watery blur behind the pebbled glass door. 'Richard,' the nun repeated more slowly, writing my name down in her black leather book. The nun said, in a friendly but oddly impersonal voice, 'Boys and girls, this is Richard Rodriguez.' (I heard her sound out: Rich-heard Road-ree-guess.) It was the first time I had heard anyone name me in English. All my classmates certainly must have been uneasy on that first day of school - as most children are uneasy - to find themselves apart from their families in the first institution of their lives. And their mysterious books, wrapped in shopping-bag paper, remained on the table next to the door, closed firmly behind them.Īn accident of geography sent me to a school where all my classmates were white, many the children of doctors and lawyers and business executives. Each afternoon they returned, as they left in the morning, always together, speaking in Spanish as they climbed the five steps of the porch. But neither of them had revealed very much about their classroom experiences. The third of four children, I had been preceded to a neighborhood Roman Catholic school by an older brother and sister. I remember to start with that day in Sacramento - a California now nearly thirty years past - when I first entered a classroom, able to understand some fifty stray English words. Giving the rapid maturation and, expectedly, a wide-spread implementation of N-glycoproteomics capabilities across the community in future years, this piece aims to point out common pitfalls, to encourage good data sharing and documentation practices, and to highlight practical solutions and strategies to enhance the insight into the N-glycoproteome.Hunger of Memory: The Education of Richard Rodriguez Aiming to stimulate discussions of method harmonisation, data standardisation and reporting guidelines to make N-glycoproteomics more reproducible and accessible to the community, we here discuss critical considerations related to the design and execution of N-glycoproteomics experiments and highlight good practices in N-glycopeptide data collection, analysis, interpretation and sharing. Despite the advent of innovative analytical and informatics tools aiding the analysis, N-glycoproteomics remains challenging and consequently largely restricted to specialised laboratories. N-Glycoproteomics, the system-wide study of glycans asparagine-linked to protein carriers, holds a unique and still largely untapped potential to provide deep insights into the complexity and dynamics of the heterogeneous N-glycoproteome.
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